Sandra Hiebert-St.

Denis Philosophy of Educational Leadership Revised: June 1, 2013

I am a lifelong learner and continue to work hard on my educational and professional journey. As a principal with the Sudbury Catholic District School Board, I share with you my philosophy of education, which is founded on five fundamental beliefs. First, the educational process must challenge students to grow as individuals and as contributing members to society. Second, great teachers are the foundation of excellent schools. Third, effective learning communities demand strong involvement from parents in the educational process. Fourth, ongoing professional learning ensures that growth of staff results in student learning and development. Finally, an effective administrator works with others to create learning environments that address the needs of students, staff, parents, and curriculum within a community. Given that the overall objective of education is to transform young children into self-sufficient and productive adults, the prevailing ideology within the school must be that this objective be met through effective instructional programs. Each student is blessed with individual gifts and talents and it is important to engage students, at their ability level and based on their learning styles, to be challenged and developed. A good teacher links the curriculum and learning experiences to everyday life. When you combine positive interpersonal relationship skills, knowledge of subject matter, and a variety of instructional techniques, you are able to facilitate the learning process. Children learn best through experience. A strong curriculum should include opportunity for students to apply knowledge and skills in real life situations. As an educator, I demonstrate appreciation for and sensitivity for all students and values within the school environment. Great teachers are the cornerstone of an excellent and sound education as they are among the most powerful influences in learning (Hattie, 2012, p. 18). The role of the teacher is that of facilitator or coach. By identifying the various learning styles of students, teachers have the ability to apply teaching strategies to meet the students needs. It is important to be aware of the ongoing changes in curriculum in order to modify and accommodate appropriately and precisely for students. The key role to educational success is to work collaboratively with students, teachers, and parents. I have taught every grade from JK to 8 in several schools and have had the pleasure of working with many excellent educators who positively influenced me professionally and personally. I have learned to provide frequent assessment of student progress, as our data should drive our instruction. I am knowledgeable, committed to my students, school and parents, and never miss an opportunity to lead or instruct. My twenty years of being a teacher have been rewarding and my experience has assisted in the development of my leadership skills and of my professional development. Not only do I have a wealth of experience as a French Immersion teacher, but our two children went through the French Immersion system at Sudbury

Sandra Hiebert-St. Denis

Catholic. I have knowledge of the F.I. Program, EQAO, the IPRC process, to name a few. I know the kind of commitment that is required of parents who choose French Immersion and the challenges encountered by teachers of F.I., like declining class sizes in the junior grades, and inflated cost of materials. As a teacher, principal and parent, I actively participate in parish and school activities, such as sacramental preparation and fundraising events. My work thus far, has often been embedded in technology. I have always been interested in computers and possess a Computer Specialist qualification. With my Masters courses at UNE, I have had the opportunity to experiment with creative applications such as Prezi and Weebly. I take great pride in updating our school website (www.st-charles.sudburycatholicschools.ca) and lobby display regularly. I communicate via e-mail on a daily basis, and the computer has become my main mode of communication. Our student information system is also a web-based program that I access daily. I sit on our Boards Learning Innovations Committee and my lead role provincially with Leading Student Achievement (LSA) has ignited in me the desire to continue learning amongst the best gurus in the field of education. Education is a tri-partnership between the school, home and parish. Effective learning communities demand strong involvement from parents in the education process. I have always found it to be beneficial to invite parents and community members to share their knowledge and skills in supporting classroom and school activities. As school principal, I make it a priority to make our school a welcoming place, where people feel safe and valued for their beliefs, regardless of their gender, race or sexual orientation. I cannot separate my catholicity and myself because without my faith and beliefs, I am not the same person. The way I live my life, interact with colleagues, parents, students, community partners, and neighbours are a testament to the values instilled in me through my formative years and my family. As a model educator, I hope to continue to nurtures values and integrate the teaching of God into the entire curriculum and life of the school. It is my understanding that teacher learning is directly related to student learning. When one recognizes that continuous professional growth is an integral part of teaching, one can anticipate and plan the kinds of learning they will need to respond to a variety of educational contexts. As Steven Katz states learning only takes place if there is a permanent change in knowledge or behaviour (Katz, 2013, p. 15) and learning as a permanent change is not easy or natural. A leader has the responsibility of promoting lifelong learning in students, and that is done through modeling. In my school where students spend quiet time reading (ie., U.S.S.R.), I read right along with them. When students ask questions to which I dont know the answer, I make it a priority to find that answer. These actions encourage and model lifelong learning. Professional development is another way to show my students and staff that teachers continue to learn. By promoting lifelong learning, I am able to instill a love for

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learning that my children can take with them when they leave my classroom/school. Beyond that classroom, professional development is essential for ongoing, continuous improvement. Learning, like any other undertaking, is much easier if it is valued and enjoyed. School leaders have an impact on student achievement primarily through their influence on teachers motivation and working conditions. (Leithwood & Jantzi, 2012, p. 11) One of the major roles of the school administrator that I have undertaken is to assure that ongoing professional conversations concerning curriculum and student achievement among educators in the school continue to drive our instruction. I believe in the model of a Professional Learning Community (PLC) and strive to make it an absolute priority of every team member to clarify what students must learn (DuFour, DuFour & Eaker, 2008, p. 184). Leadership involves collaboration, commitment, and communication with students, parents, and most importantly staff. A leader builds a strong school with sound curriculum and educational programs that should provide each student with the opportunity to develop to his or her fullest capacity in the areas of mental, physical, spiritual, and emotional needs. This is done by working with all parties involved, not by dictating from the office. One must roll up his/her sleeves and get physically and mentally involved in the process. I believe that a principal must stay in touch with students and teachers on a daily basis and keep in mind Steven Coveys urgent vs. important theory/matrix (Covey, 1989). Although it is difficult with all the other leadership responsibilities, the principal must make time to interact with students at the classroom level. As the instructional leader at the school, interacting with students is a great way to monitor the atmosphere and stay abreast of issues or concerns. In addition, direct involvement with my students demonstrates to them that I know them, that I care about them and that they are the reason that I am there as leader. Encouragement, praise and guidance are necessary to assist in establishing a strong educational community built on open lines of communication and trust. A leader or principal wears many hats and is one who can be both flexible and open to change. My motivation for becoming an educational leader within the Sudbury Catholic District School Board are clearly established by my values and guiding principles that influence me as an educator. My commitment to student learning, my teaching practices, my leadership and community, and my ongoing professional learning are all indicative of my passion for experiences, and my devotion to my teaching vocation. I believe that I possess the qualities to create a strong learning community, setting high expectations, safe for thinking and taking risks. It is my belief that as principal, I continue to learn and model learning. I am prepared to wear the many hats worn by principal as manager, problem solver, curriculum leader, community partner, nurturer, teacher of Gods love, relational leader and visionary. As leader, I actively work as part of the educational team and I am prepared to make hard and fast decisions when necessary.

Sandra Hiebert-St. Denis References

Covey, S. (1989). The 7 habits of highly effective people. Unite States: Free Press. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree Press. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge. Katz, S. (2013). Intentional interruption: Breaking down learning barriers to transform professional practice. Thousand Oaks, CA: Corwin. Leithwood, K., & Seashore Louis, K. (2012). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.